Category Archives: Resources

Using Google Forms for Asynchronous Learning

Maybe you don’t have this problem, but one challenge that I am facing is attendance during digital learning. For a whole host of reasons (technology snafus, motivation, family situations….) some kids struggle to attend our Zooms. And they tend to be the same kids who struggle academically. In my experience, one thing that motivates this population, and all of my students, is videos. The visual and auditory components are engaging, and if they are between 3-5 minutes, attention doesn’t lag. I’ve started pairing short videos with Google Forms as asynchronous learning so that all students, even those that don’t attend regularly, are receiving instruction. Pairing the video with a Google Form gives students an immediate opportunity to put what they’ve learned to use. When we return to in person instruction, I still think these will be invaluable tools to help remediate and extend students. I can see so many ways to easily differentiate by assigning students the video instruction and Google Forms that move them to the next stage.

In my TPT store, you can find many of the videos I’ve created with Google Forms. I’ve focused on upper elementary math, especially fractions so far. Be sure to check back because I’m always expanding this part of my store, mostly as I try to help my students regain lost ground. I teach fifth grade, so that’s why the content is mostly upper elementary. If this is something that you want to use often, I encourage you to look at this Growing Bundle focused on Fractions and save money!

In this blog post, I want to walk through one of the free resources on my TPT store so that you can get an understanding of how it works and whether this type of resource is a good choice for your classroom. The resource we will be exploring is Mixed Numbers and Fractions Greater than One (Improper Fractions). At the bottom of the blog post are links to many other similar resources that you might find helpful.

This resource includes a Google Form and an embedded video. If you’d like to preview the video, you can find it on my YouTube channel here.

When you download this free resource, TPT will automatically add it to your Google Drive. Make sure that you have signed in with the Google Drive where you want the file to be saved – usually your school account. If you are assigning the Google Form through Google Classroom or another district LMS like Seesaw, this is essential!

To preview the assignment and video, you will want to open the Google Form and view it as a student. The video does not play in the teacher view. To see the student view, click on the eye in the upper right hand corner, which I’ve circled in red in this image.

Once you are in the student view, you will be able to play the video. You can also give the Google Form a try and easily see what your students will experience. One of the things I love about Google Forms is the immediate feedback that students receive! And the teacher does too, so no grading!

Once a student completes the Google Form and submits their answer, they will be able to see their score immediately and also receive feedback about anything they missed. Learning theory tells us that just-in-time feedback is so important for learning, and Google Forms are one of the best tools I know for providing that just-in-time feedback. In this example, you can see that the student identified the fraction greater than one as 4/6, but the Google Form would accept either 7/6 or 1 1/6 as the correct answers.

One limitation on Google Forms is how exact the students have to be. Again, in this example, you can see that I’ve given exact instructions for leaving a space between the whole number and the fraction if students write a mixed number. Google Forms will count it incorrect if there is no space. As the teacher, you are able to modify the score if you need to. For example, if you don’t care about the space, you can easily go back and change the points.

To see the students’ results, and change the points if you want to, you will need to go to the Response View. Begin by clicking Responses, which is the top middle of the screen, circled in red in this image.

In this view you can easily see how your students are doing with this standard. Google breaks the data down into a class summary, which is fantastic for planning next stages for the whole class. Google also gives you question by question data and individual student data. To change points or grade a question, click “Question” in the center of the screen.

As you can see, in this example, 1 student left out the space, so that 1 1/6 looks like 11/6. If you would like to give that student credit, just click the green check mark and then save your changes with the red save button. Google Forms will automatically update the student’s score. If more than one student made that mistake, it will update all the scores with two clicks. Easy breezy!

I don’t have room in this blog post to go through all of the fantastic data that you get from Google Forms. Be sure to play around with it and explore. All this great data frees you from grading so you can do what you do best – plan for amazing instruction!

After you have analyzed your data in Google Forms, you may want it in a spreadsheet so that you can easily enter grades in a gradebook. That’s easy too! Let’s explore a few more options from Google Forms.

In the upper right hand corner, you will find a green icon that allows you to easily export your data as a spreadsheet. When you click the green icon, you will see this message, which allows you to merge the data with an existing spreadsheet or name it and create a new spreadsheet. The default name is the name of the Google Form.

Simply name the spreadsheet and then click create. That’s it!

Some other great features are embedded in the three dots to the right of the spreadsheet icon. When you click them, you get this menu. Again, you can download the responses from here. You can also set a time for the Google Form to stop accepting responses. This is really a great feature if you are using a Google Form as a quiz. Probably the feature I use most often is Delete All Responses. Once I have downloaded the data, I delete the responses so that the Form is clear and ready for the next class.

One final piece of troubleshooting advice. By default, the Form is set to receive responses. However, below the three dots you will see an option to toggle the Form’s ability to Accept Responses. If that is toggled to the off position, your students will not be able to complete the Form. That is probably the question I receive most often, so when you are having trouble, check to make sure your Form can Accept Responses! You will know it is toggled to “On” when it changes color.

I hope this post helps you know whether Google Forms are a good choice for your classroom. For more information on this topic, check out my blog post about Assigning Google Forms through Google Classroom. Here are just a few of my Google Forms with embedded videos for you to check out.

As always, Happy Teaching!

Encounter by Jane Yolen

Rating: 5 out of 5.

This book feels especially timely because Columbus has been folded into the ongoing conversations that we are having about race. The other day I overheard a fellow teacher explaining that she understood why we were pulling down the statues of Confederate soldiers, but why pull down statues of Columbus? If you (or your students, or your students’ parents) are wondering the same thing, this is the book for you.

The arrival of Columbus in the Americas led to the Columbian exchange, which caused the genocide of the indigenous people. I know that word genocide is harsh, but I looked it up in the dictionary. It is the correct word for “the deliberate killing of a group of people”. This book uses the scant facts we know about the Taino people (mostly from Columbus since the Taino people are extinct) and the author’s imagination to paint a picture of the beginning of that extinction.

I have loved this book since the first time I read it. Told from the point of view of a Taino boy, (the Taino were the indigenous people who first encountered Columbus), it is a new look at some old history. Definitely, put it on the top shelf! The words are lyrical and there is a rhythm, and a feeling of music, to many of them. David Shannon created absolutely marvelous illustrations that connect you to the long-gone Taino culture. Which brings us to our first teaching point.

  1. How illustrations enhance the mood or tone of a story – The final illustration is very powerful. It shows the narrator, now an old man. At first you notice his posture and the setting. As you look more closely, you notice that parts of the setting show through him, as if he is transparent, and his feet fade into nothingness. This is definitely a magic-paper worthy illustration! (What! You don’t know about magic paper? Read on!) Put the illustration under the doc camera and ask students to start with what they notice. No inferences yet, please. As they share the things they notice, hold a piece of white paper (cardstock if you have it) about a foot out from the projection and it will be magnified. Ta da! Magic paper! After students have noticed, I would ask them to turn and talk to share their wonders. Again, no inferences yet. Just questions. Finally, I would ask, “Why did the illustrator draw the final illustration this way? What is he trying to say?” Then, using their observations as evidence, and their questions to guide them, they will make some inferences about this. Along the way, you will probably have a very rich conversation about tone and mood!

2. Point of view/perspective – This is a great text to talk about different perspectives. I like to contrast the boy’s view of the explorers with Columbus’ own writings about the Taino people. His journals are readily available online, and at the bottom of this post I’ve put the excerpt that you can use. It is from his first meeting with the Taino, and there are clear comparisons between what he actually said and what the narrator of Encounter says. Some fascinating conversations can be had!

3. Symbolism – On the first page the narrator dreams of large winged white birds that descend upon the village. The illustration helps even the most concrete thinker understand that the ships are the birds. It is a great symbol to explore, and it carries the narrative.

This book is a really great addition if you are looking to bring new perspectives to your tired, old explorer unit. I recommend it for students in grades 3 – 6. Younger than that will miss some of the nuance, but it is a great book to bring that Age of Discovery unit alive.

Be sure to check out some of my other recent posts about great resources to use with kids to help them understand other perspectives.

Intersection Allies

A Girl Like Me by Kiri Davis

Satchel Paige – Striking Out Jim Crow

Wander Words

As you know, teaching vocabulary is near and and dear to my heart. And I love to do it in a playful way whenever possible. I’m always trying to figure out a fun way to engage my students in word play, and Wander Words is the newest craze in my classroom.

Wander Words is pretty simple. The word “wanders” around, and students have to decode it. The word can start anywhere, and can travel horizontally or vertically in any direction. Each word comes with a sentence to give context. For example:

Everyone knows that Ms. Cotton’s favorite cookie is a _________.

Students would connect the letters to spell Snickerdoodle.

I’ve been using these cards in my classroom to help students step up their writing by using more scholarly transitions, and they are having a blast!

This is a really fun activity that exposes students to lots of Tier 2 words. I’ve created sets of task cards, with and without QR codes, that give students practice with lots of great scholarly words. My March 2020 freebie is a great set of these cards to practice scholarly transitions for writing. Be sure to download them today!

You can get other Wander Words Task Cards in my TPT store. Click to go straight there!

STEM adventure!

I am really fortunate to have a principal who supports me in attending a national or regional conference every year. This year, my whole team got to go to the regional NSTA (National Science Teaching Association) conference, and I was really inspired to jump into STEM! I had dabbled before, but the conference helped me see how to take the next step. What I really wanted was something that tied to my required curriculum, and also intentionally taught my students about Engineering Design Principles. I was looking for something more than an opportunity for kids to play around with cardboard and gadgets. Here’s what we did.

Students built background knowledge with a Gallery Walk.

I decided to incorporate required social studies standards about Native Americans, required math standards about subtracting and multiplying decimals and required science content about climates. We began with a Gallery walk including maps and pictures of traditional Native American Homes. Students worked in teams of 4 to look at a group of 2-3 pictures and record things they notice and things they wondered. After a few minutes they rotated to a new group of pictures. We also read an article about the First Americans to arrive that focused on the land bridge theory and the ways different cultures adapted to different climates. I wrote the text at three different levels so that all of my learners could access the information. We used a close reading protocol , so spent three days working with the vocabulary and ideas in the text. You can get the text and the Gallery walk maps and pictures in my TPT store here.

After my fifth graders had developed an understanding that people have adapted to different environments by using the available resources, we learned about the Engineering Design Process. We had gone through it before, but I created these posters so that my students could begin to internalize the steps. (The posters are free on TPT!) Then I put my students in groups of three. (I use an Excel spreadsheet to randomize the groups.) Each group randomly chose a climate card and a lifestyle card. The climate cards match the standard climates (Mediterranean, Tropical, Tundra, Arid, Temperate). They have two choices for lifestyles: permanent and nomadic. The challenge is to build a shelter that matches the climate and the lifestyle. So, a group might be building a permanent shelter for an arid climate, or a temporary shelter for a Mediterranean climate.

After we had explored the challenge together, each group got additional research materials: a short description of the climate including some of the natural resources, an analysis of each available building material’s Pros and Cons, and a list of the cost of each resource. The cost varies by climate because some resources are more difficult to get in different climates. The groups took a day to take notes from their research materials.

Then I guided students through the Engineering Design Process using the Student Guide. They completed the first few steps together, and then I met in a five minute conference with each group. The conference is essential! I used that as an opportunity to make sure that each student was involved in the planning process and understood the essential content about the climate.

Many groups had designed a traditional native home based on what they had learned about, and had not taken into account the climate and/or the lifestyle. For example, one group had chosen the tundra with a nomadic lifestyle. They initially planned to build a tepee, which was great for a nomadic lifestyle but a tepee in the tundra is not a suitable match! By meeting with that group, I was able to ask questions that helped them uncover that difficulty and they changed their design. Flexibility is a key attribute that I try to teach my students any chance I get!

Then, it was time to build! I gave students one hour to create their shelters. The next day I gave them one hour to test their design and improve it. All of the groups improved their design, so I felt really good about that! The final day of the project we invited parents and key staff (like my principal – always good to let him know that his PD dollars paid off!) to come to our presentations. Two students presented while one student from each group rotated to see the other groups. Then we switched, so after 3 rotations, everyone had seen the other projects. Each student left feedback for the other projects and then the projects went home.

Each student turned in an individual reflection, budget and self-assessment of their Habits of Mind, which I used to grade the project. I did grade the actual shelter, although you could. I focused my grading and feedback on the individual analysis of the features of the building and the individual student’s assessment of the design.

My students really loved this project, and so did my parents and my principal. I loved the way we brought together essential content and Habits of Mind like flexibility, innovation and problem solving. I purchased or found these materials for this project: clay, pipe cleaners, styrofoam, cardboard, hemp string, leather remnants and glue. My total cost for the class was under $20.00. All of the resources you need to complete this project are available at my TPT store. If you try this project or have suggestions for how to improve it, please leave comments.

Differentiation

Fifteen years ago, my dad told me that personalization was going to be the name of the game in education. As usual, he was right. What he calls personalization, we call differentiation. And it’s hard to do well. One of the things that I’ve struggled with is making differentiation easy for the teacher but not blatant to the student. We all know those students that shut down when they realize they are not at the same level as the others. That’s why I’ve started writing resources that look the same, but are at different Lexile levels. As Fountas and Pinnell have said repeatedly, a level is a teacher’s tool, not a child’s label. Read their blog post for more on that. https://fpblog.fountasandpinnell.com/a-level-is-a-teacher-s-tool-not-a-child-s-label  

My goal with these resources is that you will easily be able to teach essential and/or interesting content while simultaneously differentiating the reading level for your students. And, they will be practicing on-grade level comprehension standards at the same time. Give them a try, and let me know what you think. Also, what other topics would you like to see? I’m working on one about the Northwest Native Americans right now, and have a couple of other ideas, but I’d love to hear from you about what you need!

Click here to go to my TPT store where you can buy leveled texts. If you follow me on TPT, I will email you whenever I post freebies on my blog! In the meantime, please enjoy this freebie Biography about Neil Armstrong (only available here – on TPT, you have to pay!). There are three Lexile levels – 800, 900 and 1,000. In the Common Core State Standards grade bands, 800 is about the middle of fourth grade, 900 is about the middle of fifth grade and 1,000 is about the middle of sixth grade. I hope this helps you teach essential and interesting content and differentiate at the same time!

Happy teaching!

Susan